This chapter provides a summary of each chapter in a research paper on the effects of internet usage on the academic performance of high school students. The paper includes an introduction on the background and scope of the study, a literature review on related foreign and local studies, a description of the research methodology used, a presentation and analysis of the results, and a conclusion with recommendations.

2. Chapter 2
(Related Literature and Studies)
Chapter 3
(Research Design and Methodology)
Chapter 4
(Presentation, Analysis, and Interpretation of Data)
Chapter 5
(Summary, Conclusion, and Recommendation)

3. INTRODUCTION
This chapter presents the background of the study,
the statement of the problem, the significance of
the study, and scope and delimitation.
• BACKGROUND OF THE STUDY
•CONCEPTUAL FRAMEWORK
•STATEMENT OF THE PROBLEM
• SCOPE AND DELIMITATION
• SIGNIFICANCE OF THE STUDY
♥

4. In today’s modern society Internet is widely use. Internet is also called as
information superhighway. Indeed technology had a great impact on our society
and one of which is the internet. Students nowadays are too addicted in surfing
the net and somehow becoming too much dependent when it comes to
complying with their school requirements.
This research paper talked about the high school students of St. Scholastica’s
Academy Marikina who oftentimes utilize to aid in their subject-related
requirements, particularly Social Studies, even though there are books being
provided by the school library. In four years of our high school life, we
encountered the different fields of Social Studies: Philippine History, Asian History,
World History and Economics, respectively. They all have the same aspect which is
History.
We can describe them (students) as “Technology and Youth: Wired School and
Wired Lives”.
There may be expectations that technology, specifically the internet, will solve
students’ learning and achievement. To be effective, however, it must be used to
promote new learning goals and teaching strategies that are student-centered,
collaborative, engaging, authentic, self-directed, and based on development of
higher-order thinking skills and for better self-esteem.
♥

5. This study rests on the following theoretical and
conceptual framework,
Figure 1 shows the research paradigm of this study.
The model presents the divisions from which we would
be able to determine the different aspects of the variables
in our study such as the attitudes of the students towards
the subject, their different study habits, their academic
performance and the probable factors affecting it.
Likewise, the model showed the overall rating
affecting the academic performance of the students.
•CONCEPTUAL MODEL
♥

6. The learning outcomes of the high school students at SSAM towards
the use of internet as secondary sources in Social Studies I to IV
High School students of St. Scholastica’s Academy Marikina:
From 1st year to 4th year S.Y. 2009-2010
Top 5 students per Bottom 5 students
batch per batch
(Final Grading) (Final Grading)
1. Primary and secondary 1. Sources
sources 2. Factors that affect their
2. Learning patterns ranking/academic
3. Attitude towards the performance
subject 3. Attitude towards the subject
4. Study Habits
4. Study habits/attitude
Overall Rating
(Result)
♥

7. Statement of the Problem
This study identified the possible problems due to internet as secondary
sources of the students in SSAM. Specifically, it sought answers to the
following questions:
1. What are the perceptions of the HS students in SSAM on the following:
a. internet
b. books
2. In what ways does technology affect today’s modern society specifically
the students also regarding their studies – positively and negatively.
3. Does internet really affect the academic performance of the students? If
it does, then what are the significant effects it brings/does?
4.What are the possible attitudes of the respondents towards internet usage
that could affect their self-image of being a student, their academic
achievement as well as their self-esteem?
5. What are the factors to be considered why students use the internet?
6. What are the outcomes of the students in using the internet as their
source? ♥

8. The study was limited to the high school students of St.
Scholastica’s Academy Marikina during the school year
2010-2011.
The study was primarily concerned with the reliance of
students on the internet as their secondary source that
could cause changes in academic performance and
could affect the learning patterns and attitude among the
respondents. We would like to find out the percentage or
the statistical data of the students who rely too much in
the net to accomplish their requirements; also the
differences of the Top 5 and Bottom 5 of each batch last
year during the final grading. This is also to inform the
students about the results that were reflected by the
different sources they used – between books and internet.
♥

9. The group aims to identify the possible effects of internet usage on the
academic performance of the students. This study is beneficial to
the following:
The Students. This research features the effects (such as, attitude
towards school works, academic performance) most likely to be
encountered by the students when using the internet as secondary
source. This study also aims to make them aware of the advantages
and disadvantages of internet usage.
The Teachers. This study presents the statistics of the number of
students who often use the internet as secondary source. The study
also features information about the influence of internet usage on
the attitudes of the students. This is beneficial to the teachers in
aiding them when giving school works.
The Librarians. This study will inform them in looking for ways to
enhance their resources in the library. So that the librarians can give
more references regarding to the students needs. ♥

10. This chapter deals with the review of the local and foreign
literature and studies relevant.
 Literature
 Studies
♥

11. Foreign
Stephanie Browner’s Literature and the
Internet: a guide for students, teachers, and
scholars
Local
The Downside of Technology in Education
Article of Dr. Edberto M. Villegas

12. Foreign
Microcomputers Go To School: Where and How to
get the Most from Them
the Grey Literature
Local
“Lacking a Backbone" by Raul V. Fabella and
Emmanuel S. De Dios
The Dangers of Hi-Tech Visual Aids by
Desiderio De Guzman
♥

13.  Methods of Research Used
 Sources of Data
 Data Gathering Instruments
 Data Gathering Procedures
 Statistical Treatment of Data
♥

14.  The design employed by the researchers
in order to achieve the purpose of the
study was the descriptive method. It
sought to find out the results and asses
the prevailing situations of students who
use the internet as their secondary
source.
♥

15.  The researchers chose the top 15 of each batch during
the final grading of the said school year to find out the
effects that were reflected by the different sources they
used – between books and internet - on their academic
performances. Since they are the ones being admired or
being looked up to by the students in the field of
academics, the researchers would like to discover and
inform through this study how they treat online sources as
their secondary reference. We disseminated survey
questionnaires to the selected students that will further
contribute to our study and we used the random sampling
specifically the Cluster sample.
♥

16.  The study used the following research instruments in gathering
the necessary data for further assessments:
 Questionnaire. A three-page questionnaire was designed for
use in this study. Since the respondents are from school year
2009-2010, some of them already graduated. In this regard, they
were given surveys via online and they are required to complete
the questionnaire within one week not to have time pressure
and for more accurate information. On the other hand, the
remaining respondents are still studying in St. Scholastica’s
Academy Marikina and were given tangible surveys and the
required time to achieve the questionnaire was estimated to be
1-2 days. Both surveys (via online and that which were personally
given) are similar in terms of content and objective.
♥

17.  The researchers have agreed upon getting the top 15 of each
batch in the final grading from school year 2009-2010. They
sought the permission of the Academic Coordinator of the High
School department. After it was granted, the researchers have
then disseminated the survey questionnaires to the selected
respondents via online (for the alumnae) and personally (current
students in SSAM). Within one week, the researchers have
retrieved all the surveys both from the alumnae and the students
currently studying at SSAM. We have encoded the information
from the surveys and we have had various data treatments.
♥

18.  The statistical techniques used in treating the data were the
following:
 Weighted Mean. The weighted means of the responses to the questionnaire
were taken. It is used whenever the composite attitude of a group of
respondents toward an issue is sought. The weighted mean is attained by
multiplying the scale value of the responses indicating it and then dividing the
total weighted points by the number of responses.
 Percentage. In order to get the percentage, we divide the frequency over
the sample size then multiplied by 100.
 Arithmetic. During the encoding process, we tallied the answers. By simply
counting the number of tallies, from there, what we have counted served as
the arithmetic mean.
 Ranking. From the arithmetic mean, we were able to rank and filter the
students as to who are the most active down to the least regarding their
learning outcomes towards internet usage as well as the use of books,
periodicals, and the like.
♥

19. ♥

20. Information from the Internet
23%
39%
Excellent
Very Satisfactory
38% Satisfactory
♥

21. 70
60
50
40 Books
Internet
30
Both
20
10
0
Year I Year II Year III Year IV
♥

22. 90
80
70
60
50 Books
40 Internet
Both
30
20
10
0
Year I Year II Year III Year IV
♥

23. Improvement on the Students' Academic
Performance
7%
There is improvement
93%
No improvement
♥

24.  This chapter presents the summary, conclusion, and
recommendations of the study.
 Summary
 Conclusion
 Recommendation
♥

25. ♥

26. ♥

27. ♥